Low+Pay

=LowPay=

Task 1: TPK
Fill in the blanks in the table provided below. You are required to do some internet searching and discussion before working on this table. The first row is completed as an example for you.

Students are to walk teacher through their understanding of scientific concept(s) and identifying and linking the different variables involved. || Students draw concept maps on paper to show their understanding of scientific concept(s). || Gliffy allows students to collaborate, share understanding and work on a concept map that shows their understanding of scientific concept(s). To better describe and make reference of their understanding, Gliffy allows users to hyperlinks resources to the map. || and functions of the Digestive System || Students brainstorm in groups and list the different organs and their respective functions of the digestive system. || gliffy / c-map || electrical appliances and also state the main causes of the hazards. ||  || different scenarios. || applets of speed time graph and excel file. http://www.cdli.ca/courses/phys2204/unit01_org03_ilo01/b_activity.html || through animation. ||  ||
 * **Activity Type** || **Description of the Activity** || **Possible Technology to Use** ||
 * **Example:**
 * 1. To learn on the different organs
 * 2. To learn about Safety Use of Electricity || Students to list out the possible hazards of handling
 * 3. To learn about Speed Time Graph || Students in groups (equipped with computer) to view the plotting of speed-time graph in
 * 4. To learn about solid, liquid, gases || Students are presented with different items and thereafter to consolidate the learning

Task 3: Lesson Storyboarding
1. Use [|gliffy] as a tool for capturing your thinking process on how to deliver a lesson of a 30 mins N(T) Science lesson.

2. After confirming your lesson flow, fill in the template below to show how technology is infused and used to deliver the lesson.

Subject: N(T) Science Level: Secondary 3 N(T) Science Topic: Moments Prior Knowledge: Forces Learning Outcomes: Pupils are able to explain the relationship of applied force and perpendicular distance of force to pivot and then apply the Principle of Moments. Pedagogical Approach: TPC Relationship of force applied and perpendicular distance of force to pivot to the moment created || - || Link to real life scenario where moments can be observed ||
 * Duration || Teaching Activities . || Use of technology . || Remarks . ||
 * 5 min || Trigger/Demonstration using metre rule and broom to teach the concept of c.g.
 * 5 min || Handout: Different scenarios of how a worker can balance heavy objects using a pole || - || Pupils draw the position of worker (shoulder as fulcrum) ||
 * 10 min || Use of applet to investigate the Principle of Moments || Applet ||  ||
 * 10 min || Practice Questions (MCQ) || CRS || Pupils present workings/steps on board ||